A design backbone for the biomedical engineering curriculum

Tompkins, W.J.; Beebe, D.; Gimm, J. Aura; Nicosia, Mark A.; Ramanujam, Nirmala; Thompson, Phillip; Tyler, Marcus; Webster, John G.

doi:10.1109/iembs.2002.1053443

Cited by 7 publications

(8 citation statements)

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“…Beginning in 1998, we started teaching a sequence of design courses to all students in biomedical engineering beginning when they are admitted to the B.S. degree program in the first semester of their sophomore year 1,2,3 . Design courses throughout the curriculum form a unique feature of the BME undergraduate degree program.…”

Section: Introductionmentioning

confidence: 99%

Development Of Professional Communication Skills Throughout The Bme Curriculum

Tompkins¹,

Chesler²,

Block³

et al.

2007 Annual Conference &Amp; Exposition Proceedings

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A sequence of six design courses are required in the undergraduate biomedical engineering curriculum at the University of Wisconsin-Madison. This sequence of courses provide a platform for students to develop and improve their oral and written communication skills. After taking a freshman engineering design course, each student admitted to biomedical engineering in the sophomore year does a team design project each semester for six sequential semesters. The teams work on progressively more challenging real-world projects submitted by clients from around the university and from industry. While advancing their technical and problem-solving skills through successive projects, the students also learn interpersonal and public communication skills through this experience.

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Section: Introductionmentioning

confidence: 99%

Development Of Professional Communication Skills Throughout The Bme Curriculum

Tompkins¹,

Chesler²,

Block³

et al.

2007 Annual Conference &Amp; Exposition Proceedings

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“…The Biomedical Engineering (BME) Department at the University of Wisconsin-Madison developed a rigorous six-semester, team-based design curriculum for our undergraduates to solve real-world, client-based design problems when the department was founded in 1999 as shown in Figure 1. 1,2 Teams of four or five students work on up to 41 different, real-world design projects every semester. This design sequence breaks down class boundaries, forms mentored relationships, actively involves each student in the evolution of the design courses and in the department, and engages the students in active learning.…”

Section: Introductionmentioning

confidence: 99%

Using Guided Design Instruction to Motivate BME Sophomore Students to Learn Multidisciplinary Engineering Skills

Nimunkar

Puccinelli

Bollom³

et al.

2014 ASEE Annual Conference &Amp; Exposition Proceedings

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Madison. His teaching specialty is on the topic of Biomedical Engineering Design and Bioinstrumentation and has taken initiative to develop hands-on blended learning based courses on the same topics. His research interest is on global health and engineering and currently working on projects in Honduras, Ethiopia, India and Vietnam. He has received the Recognition Award for Achievement in Global Engaged Scholarship in 2013 through the Wisconsin Without Borders at the University of Wisconsin-Madison, the Professor of the Year Award in 2012, through the Biomedical Engineering Society at the University of Wisconsin-Madison, and a number of teaching awards.

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“…1,2 Through the design process, the students learn a variety of professional and technical skills. The design curriculum is advised by up to 16 faculty members per semester, each overseeing up to four teams.…”

Section: Introductionmentioning

confidence: 99%

Design and Implementation of Web-based System for Client-based Design Project Management

Puccinelli¹,

Bollom²

2015 ASEE Annual Conference and Exposition Proceedings

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IntroductionBiomedical engineering (BME) students at the University of Wisconsin-Madison participate in hands-on, client-based, real-world, team-based design projects for six semesters (sophomoresenior year).1,2 Through the design process, the students learn a variety of professional and technical skills. The design curriculum is advised by up to 16 faculty members per semester, each overseeing up to four teams. These design projects are chosen on the first day of class using a priority system developed by our Biomedical Student Advisory Committee (BSAC) and student teams are expected to maintain a project website to convey their progress and submit deliverables electronically. During our department's early years, the assignment process involved paper lists, sign-up sheets on walls, and manual counting to ensure that a sufficient number of projects were being assigned. Often one person would sign up for a project and then be forced to switch to a different (and possibly less desirable) project to ensure all teams were full. Following the completion of project selection, our Biomedical Web Implementation Group (BWIG) chair would manually create the framework for the project web pages. As our department has doubled in size from 25 projects per semester to now over 50, we found the process becoming lengthy and prone to mistakes.

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A design backbone for the biomedical engineering curriculum

Abstract: In this paper, we summarize our experiences as advisors supervising biomedical engineering design projects in the design backbone of our curriculum, the six-semester design course sequence required for all biomedical engineering majors at the University of Wisconsin-Madison.

Cited by 7 publications

References 0 publications

Development Of Professional Communication Skills Throughout The Bme Curriculum

Development Of Professional Communication Skills Throughout The Bme Curriculum

Using Guided Design Instruction to Motivate BME Sophomore Students to Learn Multidisciplinary Engineering Skills

Design and Implementation of Web-based System for Client-based Design Project Management

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